Improving Secondary Mathematics Education through a Teacher Education Program Grounded in Community, Equity, and Inclusion

该项目旨在满足国家为高需求学区准备和保留有效的初中和高中数学教师的需要。此外，该项目旨在满足培养STEM教师的需要，以改善不同人群的初中和高中学生获得数学的机会。该项目将招收数学专业本科生从事中学数学教学工作。这些未来的教师将通过参与课程，每周在社区学校环境中的实地经验，与多个教学和社区导师的活动，以及基于视频的入门课程等活动做好准备。该项目是创新的基础中学数学教师的准备在社区学校的设置，学校提供社区资源，以解决不平等和支持学生的成功。这个项目在宾厄姆顿大学-州立大学纽约包括与三个高需求的地方中心学区（哈普斯维尔，缅因州恩德韦尔和惠特尼点）和南部地区的大师级教师计划的伙伴关系。通过这些伙伴关系，该项目的目标是在五年内培养24名新的初中和高中教师。这些未来的教师将从数学本科专业招聘。该项目旨在通过关注社区、公平和包容，支持中学数学教师的教学实践、信念和身份发展，使其成为高需求学区的有效教育者。项目目标包括：（a）增加多元化和学术能力强的中学数学教师的数量;（B）发展学者对社区学校的理解和参与;（c）培养学者对自己的历史、身份、偏见、假设和与数学的关系的认识，以及这些如何塑造学生的课堂经验和数学学习机会;（d）培养学者解决高需求学校数学教学中的公平、机会、包容和特权问题;以及（e）在高需求学区留住中学数学教育领域的学者。计划评估将确定项目的招聘、准备和保留工作的优势和劣势，以便做出明智的改进。调查结果有可能突出有效的方法来准备和保留高素质的中学数学致力于支持他们的学生是成功的数学学习者在课堂内外。成果将通过出版物、专业会议、会议演示文稿广泛分享，并通过专业发展研讨会、向当地主管提交年度报告和社交媒体帖子在当地分享。这个轨道1：奖学金和津贴项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。它还支持对高需求学区的K-12 STEM教师的有效性和保留的研究。该奖项反映了NSF的法定使命，并且通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The project aims to serve the national need of preparing and retaining effective middle and high school mathematics teachers for high-need school districts. Additionally, the project aims to address the need to develop STEM teachers prepared to improve access to mathematics for diverse populations of middle and high school students. The project will recruit undergraduate mathematics majors to careers in secondary mathematics teaching. These prospective teachers will be prepared by engaging in coursework, weekly field experiences in community school settings, activities with multiple teaching and community mentors, and a video-based induction program, among other activities. The project is innovative in grounding secondary mathematics teacher preparation in community school settings where schools provide community resources to address inequities and support student success.This project at Binghamton University-State University of New York includes partnerships with three high-need local central school districts (Harpursville, Maine Endwell, and Whitney Point) and the Southern Tier Master Teacher Program. Through these partnerships, the project aims to prepare 24 new middle and high school teachers over five years. These prospective teachers will be recruited from undergraduate majors in mathematics. The project is designed to support the pedagogical practices, beliefs, and identity development of secondary mathematics teachers to be effective educators in high-need school districts through a focus on community, equity, and inclusion. Project goals include: (a) increasing the number of diverse and academically strong secondary mathematics teachers; (b) developing scholars understanding and engagement with community schools; (c) fostering scholars awareness of their own histories, identities, biases, assumptions, and relationships to mathematics, and how these shape their students' classroom experiences and learning opportunities in mathematics; (d) preparing scholars to address issues of equity, access, inclusion, and privilege within the teaching and learning of mathematics in high-need schools; and (e) retaining scholars in the field of secondary mathematics education in high-need school districts. Program evaluation will identify strengths and weaknesses of the recruitment, preparation, and retention efforts of the project with the goal of making informed improvements. Findings have the potential to highlight effective approaches for preparing and retaining highly qualified secondary mathematics committed to supporting their students to be successful as mathematics learners both in and out of the classroom. Results will be widely shared through publications, professional meetings, conference presentations, and locally through professional development workshops, annual reports to local superintendents, and social media posts. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.